Políticas para a formação de professores e as recomendações do Banco Mundial
Interfaces com o contexto atual da formação de professores alfabetizadores no Brasil
Bibliographic Data
| ID | 3949032 |
|---|---|
| Authors | J A Silva Moreira, Jaqueline Aparecida Moreira (Universidade Estadual de Maringá), R B V Silva (Universidade Estadual de Maringá) |
| Year | 2015 |
| Volume | 11 |
| Issue | 1 |
| Pages | 37-61 |
| Publication date | 2015-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Praxis Educativa (JOURNAL) |
| Journal identifiers | ISSN: 1809-4031 • E-ISSN: 1809-4309 |
| Publisher | Universidade Estadual de Ponta Grossa (UEPG) (PUBLISHER) |
| DOI | 10.5212/praxeduc.v.11i1.0002 |
| OpenAlex | W2176260384 |
| Language | PT |
| Citations received | 2 |
| References cited | 4 |
Policies for teacher education and recommendations of the World Bank: interfaces with the current context of literacy teacher education in Brazil The purpose of this paper is to analyze the recommendations of the World Bank and its relation to the policies of teacher education in Brazil, in order to identify the concordances between current policies for teacher education in the literacy context. This is a document analysis of theoretical and critical nature, which permitted to observe that current policies for teacher education are consistent with the recommendations of the World Bank. Such guidelines generate the allocation of responsibility to the teachers for the success or failure of school students, verified through external assessments and based on the assessed performance
Business · Humanities · Pedagogy · Political science · Pro forma · Sociology · Education Pedagogy and Practices · Philosophy
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2020 - 2021 (2) |
| Citation velocity | historical |
| Highly cited | No |